Interactive Education Program Research Articles

Effectiveness of Online Interactive Education in Dental Radiology

This study aimed to assess the effectiveness of an interactive education approach in oral and maxillofacial radiology for dentists, utilizing the online interactive educational program Mentimeter. Seven continuing education sessions for dentists in oral and maxillofacial radiology were conducted employing Mentimeter. Following these sessions, surveys gauged participants' responses to the learning method and its effectiveness. The questionnaire comprised 20 questions categorized into convenience, active learning, academic achievement, time management, and lecture quality. Among about 300 participants, 222 responded to the survey, with 74 (33.3%) having prior experience in similar education. Across categories of active learning, academic achievement, and lecture quality, participants consistently rated the method with an average score exceeding 4 out of 5, indicating a highly positive response. Statistically significant gender differences were observed in 9 out of 20 questions, with female respondents providing more positive evaluations than males. Respondents without prior similar education reported enhanced focus and understanding compared to those with experience. No statistically significant differences were observed in other survey questions. In the realm of continuing education in oral and maxillofacial radiology for dentists, the interactive educational program Mentimeter emerges as an effective tool, fostering positive academic achievements through active learning.

The effect of a training program on family stress and life satisfaction: A randomized controlled study of mothers of children with disabilities

ObjectiveThis randomized controlled study focused on mothers of children with disabilities to determine the effect of a training program on family stress and life satisfaction. MethodThe sample consisted of 52 mothers of children with disabilities (intervention group = 26 and control group = 26). The intervention group participated in a five-session training program on coping mechanisms and life satisfaction. Data were collected using the Questionnaire On Resource And Stress (QRS-FT) and the Satisfaction with Life Scale (SWLS). ResultsAfter the intervention, the mean life satisfaction scores of the intervention group participants increased (p < 0.05), while their mean total score of family stress decreased (p > 0.05). In the control group, the mean life satisfaction scores decreased (p > 0.05), while the mean total score of family stress increased (p < 0.05). ConclusionThe intervention helped mothers of children with disabilities experience more satisfaction with life and less family stress. Authorities should consider the outcomes of educational intervention studies and formulate training programs for mothers of children with disabilities. Practical implicationsNurses can use interactive educational programs as nursing interventions to help mothers of children with disabilities experience less family stress and more life satisfaction.

Evaluation of the Road Safety Education “E-drive Academy” Interactive Program in Greek Elementary Schools: A Study of 834 Fourth Grade Students

Road safety constitutes a crucial public health issue and there is growing research on road safety school interventions that promote responsible road use. The current experimental study explored the effectiveness of a three-month implementation of the interactive road safety education program “E-drive Academy” with fourth-grade elementary students in Greek schools of Attica prefecture. The sample consisted of 834 students (experimental group: 629; control group: 205). The evaluation questionnaire included demographics and a road safety questionnaire for use by primary education students, specifically designed to test the effectiveness of the taught modules, namely i) walking safely, ii) using the means of transport and being a passenger in a car, iii) riding a bicycle safely, iv) being a passenger in a school bus, v) locus of control, vi) knowing the traffic lights, vii) incorporating movement into daily life, and viii) orienting oneself. The data analysis revealed that the experimental group exhibited significant (p&lt;0.05) improvement in all taught and investigated traffic-related knowledge, skills, and attitudes post-intervention, whereas the control group did not. The present e-health intervention confirms that properly designed universal road safety education could enhance safety skills and help prevent problem behaviours.

Comparison of Effects of Interactive Health Education and Self-Reading Learning on Blood Pressure Control in Hypertensive Patients: A Non-Randomised Controlled Trial

Context/Background: Hypertension is a major contributor to cardiovascular mortality and morbidity worldwide and in India. Educational interventions can create opportunities for patients to better understand their conditions and the role of therapies, as well as heighten awareness about disease progression and complications. This study was conducted to evaluate the effectiveness of an interactive health education program in comparison with self-reading learning on blood pressure control. Methodology: This study was a non-randomised controlled trial, involving 66 hypertensive patients from the eight villages in Kamjong district, Manipur. Participants were allocated to one of the two groups; intervention group (interactive health education) and control group (self-reading learning). Changes in blood pressure, Hypertension-related knowledge, attitude, lifestyle, adherence to medications and anthropometric parameters at three months post intervention from baseline were measured. Data was analysed using SPSS for Windows (Version 26.0). Results: Three months post intervention, intervention group had more knowledge and adherence and better attitude as compared to the control. There was no significant change in the proportion of participants with controlled blood pressure in both the groups. Changes in lifestyle and anthropometric parameters were not significant. Conclusions: Interactive health education is effective in terms of improvement in knowledge about hypertension, adherence to medication and attitude towards hypertension. A longer follow up might be needed to see changes in blood pressure control.

DESIGN AND IMPLEMENTATION OF THE ACHIEVE SUCCESSFUL AGING HEALTH EDUCATION CONTROL INTERVENTION

Abstract Choice of comparison group was essential for participant recruitment and retention for the ACHIEVE Study and necessary to control for key components of the hearing intervention. The Successful Aging (SA) Health Education control intervention followed the protocol and materials developed for the 10 Keys to Healthy Aging (10Keys™), an evidence-based interactive health education program for older adults on topics relevant to chronic disease and disability prevention, previously implemented in other trials. The 10Keys contained up-to-date prevention guidelines based on the current recommendations from leading groups (e.g., United States Preventive Services Task Force, Centers for Disease Control and Prevention). To control for general levels of staff and participant time and attention, participants randomized to the SA control met individually with a 10Keys certified health educator who administered the program every 1-3 weeks, totaling four visits over ∼2-3 months. To match the contact schedule with the hearing intervention and promote retention, participants returned for booster sessions semi-annually. During COVID-19 restrictions, we delivered booster sessions by phone. Individually tailored session content included a standardized didactic education component (a 10Keys module) as well as activities, goal-setting, and optional extracurricular enrichment. To further enhance retention and perceived benefit, each session also included a 5- to 10-minute upper body extremity stretching program. We offered the SA control participants the hearing intervention and vice versa at the trial conclusion. Monthly committee calls ensured fidelity and allowed for troubleshooting any participant-related issues. Audio recordings of sessions delivered by health educators were reviewed monthly for quality control.

Is stroke knowledge retained? Four-year longitudinal data of FAST Heroes campaign

IntroductionEducational stroke programs seem to increase awareness about stroke management. However, there is a speculation that actual stroke knowledge post mass campaign implementation remains poor. The aim of the present study was to evaluate stroke knowledge retention four years post Fast Heroes program implementation, an interactive stroke educational program, in school-aged children without any follow up during this time.MethodsSeventy-eight (n = 47 had attended the program four years ago and n = 31 had never attended the program) school-aged children completed the age-adjusted online preparedness questionnaire during class four years post program implementation. The variables used to measure campaign effectiveness were knowledge of: i) stroke symptoms described in the FAST acronym (Face-Arm-Speech), ii) appropriate course of action (i.e., calling an ambulance), and iii) the European emergency number (i.e., 112).ResultsIn all questions, children that had attended the program had 14–81% greater chances to answer correctly.DiscussionThere is still knowledge gain even four years post program implementation with no follow up during that time. The design of the campaign (i.e., 5-week duration, age-appropriate exercises, cartoon animations, song and dance elements, sentimentally driven activities and 3-layer education dissemination) facilitates long-term knowledge retention and may have led to the knowledge gains observed. Broad implementation potentially as part of the annual curriculum in schools can impact community stroke knowledge and should be considered.

Educational intervention to prevent gender violence in university nursing students: Design

Introduction: This study provides the PRE-VIOGEN educational program developed by seven Mexican public educational institutions with multimedia technology in distance mode, designed to prevent gender-based violence in nursing. Objective: Design an educational intervention to prevent gender violence in nursing students. Methodology: Descriptive design based on basic methodological recommendations from INSALUD, gender theories, feminism, Bourdieu, Ausubel, and Bandura. First, an analysis of the situation was carried out, the problem was defined, a diagnosis of the student's situation and contextualization of the conditions for educational intervention. For the systematization and integration of the content, a format was created and the themes were distributed. For implementation, the application method was systematized, piloting was carried out with a sample of convenience. For the selection, students from the 4th-10th semester with availability of a computer and internet were invited. On the Moodle platform, they were given informed consent, aspects of their participation and resolution time: distance, self-administered and asynchronous modality. For the evaluation, a satisfaction survey was applied. Results: Sample made up of 54 students, mostly women, heterosexuals, interns, with a partner between 20 and 28 years old. The interactive PRE-VIOGEN educational program consists of 18 mixed pedagogy themes that are addressed from a gender perspective around equality, social justice, respect for diversity and exercise of human rights, distributed in 5 units. Includes guided readings, infographics, discussion forums, interactive videos, learning activities, and self-assessments. The duration is 20 hours, approximately 2 weeks. In the satisfaction survey applied, the students reported feeling very satisfied. Conclusions: The design of the PRE-VIOGEN study program is a contribution to nursing education. It is taken in the short term, offers an emotional, social and humanities learning experience in a tele-educational-interactive mode, with the capacity to offer combined pedagogical materials: texts, sound, gamification, animation, and videos, which can be taken in the students' free time. It will contribute to evaluating the effect of educational intervention to prevent gender-based violence.

Chatbots in Foreign Language Teaching: Current Issues and Prospects for Forthcoming Research

The current stage is characterized by the dynamic development of artificial intelligence technologies and their introduction into foreign language teaching. Chatbots are one of such dialogical interactive teaching programs capable of developing foreign-language oral and written speech skills of a learner by maintaining a dialogue with them and imitating human speech on the basis of natural language and machine learning technologies and the algorithms of human speech embedded in the programme. The present paper is based on the analysis and synthesis of methodological studies devoted to the development of methods of teaching pupils and students foreign-language oral and written speech interaction based on chatbots. The most frequently discussed aspects in the problems of modern research are identified, and the prospects for further research related to the use of chatbots in teaching a foreign language are defined. The most commonly discussed aspects in methodological papers include: a) identifying learners’ attitudes towards the use of chatbots; b) identifying the possibility of developing learners’ written and oral speech skills based on chatbots; c) determining the level of learners’ proficiency in a foreign language for educational interaction with a chatbot. As prospective research, we identify studies aimed at a) developing step-by-step methods of teaching foreign language speech interaction based on chatbots; d) defining the nomenclature of foreign language speech interaction skills with a chatbot.

Medications for opioid use disorder: An interactive educational program developed for the nurse practitioner curriculum.

Opioid overdose deaths remain a major public health concern in the United States and led to the recent changes in regulations that allow nurse practitioners (NPs) to prescribe buprenorphine without the previously required Drug Addiction Treatment Act waiver. Previously, waiver requirements included 24 hours of opioid use disorder (OUD) and medications for OUD (MOUD) training. Although this training is no longer required, NPs need education related to providing nonstigmatizing care to individuals with OUD and safe MOUD prescribing practices. A combination of online didactic modules, in-person simulation activities, and experiential learning was provided to psychiatric mental health NP (PMHNP) and family NP (FNP) students enrolled in a Doctor of Nursing Practice (DNP) program. OUD was presented through a chronic care lens to normalize treatment and decrease stigma, and harm reduction principles were included to increase safe prescribing of MOUD. Fifty-six students completed the didactic training, 51 students participated in the simulation, and 11 students completed shadowing experiences with an experienced MOUD provider. Psychiatric mental health NP and FNP graduates of this DNP program have the knowledge and skills to provide MOUD to individuals struggling with OUD, thus potentially increasing access to care and decreasing overdose deaths.

A U.S. Cancer Center's Interactive Cancer Education Program for Spanish-Speaking Latinos during COVID-19 Pandemic

Cancer is a leading cause of mortality in U.S. Latino adults, a group with limited access to screening, higher rates of advanced disease, and prone to online misinformation. Our project created a Facebook Live social media video campaign on general cancer prevention, screening, risk, information, and resources, targeting Spanish-monolingual Latinos during the COVID-19 pandemic. Our project consisted of a hybrid video campaign model released to Facebook social media platform between October and December 2021, where pre-recorded videos or livestream interviews were delivered in Spanish with auto-generated, language-concordant subtitles to increase accessibility for the hearing-impaired. The videos featured fluent and ethnically concordant cancer topic experts. The content of these videos included introductions to the local academic cancer center as a resource, general cancer risk factors, screening, early detection and lifestyle modifications. The livestream interview format consisted of structured questions followed by time allocation for community members to ask questions in real time through Facebook Live comments. At interview conclusion, the recording was promptly uploaded within minutes for future replay. Performance metrics as reported by Facebook media analytics were collected, including total views, people reached, impressions, engagements, and shares. A total of 7 videos (4 pre-recorded, 3 livestream interviews) were released onto Facebook social media platform generating 2 hours, 55 minutes, and 32 seconds of playtime, 161 shares, 1000 engagements, 12,000 views, 19,000 people reached, and 34,000 impressions from October 2021 to January 2022. The video with the most views (4,400), people reached (7,100), and impressions (10,000) was the pre-recorded "The importance of a healthy diet in the prevention of cancer." The video with the least views (355), people reached (747), and impressions (904) was the livestream interview, "Cancer and nutrition." The pre-recorded videos accumulated more views (9,607) than the livestream interviews (2,707). The highest performing livestream interview by views, people reached, impressions, shares, and engagements were, "Cancer in the Latino community." Our project bidirectionally engaged Spanish-monolingual Latino community members and culturally/linguistically concordant cancer experts during the COVID-19 pandemic. Strengths included developing community partnerships and collaborations, providing evidence-based cancer information in a culturally responsive manner to a marginalized group, and presenting an academic cancer center as an accessible resource to its community. Programmatic efforts to improve our project include formalizing evaluation strategies to capture medical engagement via cancer screening and detection rates, delivering focused cancer discussions by disease sites, and further expanding audience base through mixed media formats.

Study on the Social Education of European Museums

As a non-mandatory learning place, museum is different from school education in terms of educational model and function, but its education function cannot be ignored. Through the overall analysis on the characteristics of European museums, their theoretical basis, and their function of social education, this paper aims to illustrate that European museums generally show the following four characteristics: providing interactive and diverse educational programs; marketing education programs in the whole visiting process; emphasizing diverse educational cooperation model; paying attention to all-round experiential learning. It is of great significance for other countries to learn from the advanced experience of European museum education, carry out practice of the social education of museums well, and realize the all-round development of people.

#3204 CASE-BASED ONLINE MEDICAL EDUCATION ENHANCES PHYSICIANS’ KNOWLEDGE AND COMPETENCE IN THE MANAGEMENT OF PATIENTS WITH DIABETES WITH CARDIORENAL DISEASE

Abstract Background and Aims Patients with type 2 diabetes (T2D) and chronic kidney disease (CKD) have a substantially impaired cardio-renal health prognosis and a reduced life expectancy highlighting the urgent need for early detection and comprehensive vascular risk control. The goal of this activity for primary care physicians (PCP) and diabetologists/endocrinologists (D/E) was to improve their understanding of and competence in managing patients with diabetes with cardiorenal disease in clinical practice. Method An interactive educational program including one detailed patient case challenges clinicians to apply most recent evidence-based guideline recommendations. Detailed scenarios prompt learners to determine the correct treatment and follow-up for the patient with expert commentaries providing in-depth advice at each stage and a conclusion at the end of the program. Educational effect was assessed using a repeated-pair design with pre-/post-assessment. 3 multiple choice questions assessed knowledge/competence, 1 question rated on a Likert-type scale assessed confidence. A paired samples t-test was conducted on overall average number of correct responses and for confidence rating, a McNemar's test was conducted at the question level (5% significance level). Cohen's d with correction for paired samples estimated the effect size of the education on number of correct responses. Data collection from 5/25/22 to 9/13/22. Results 74% of PCP (n = 74) improved their knowledge regarding the need for comprehensive vascular risk control in patients with T2D and CKD and their competence related to the practical implementation of the latest diabetes guidelines for the individualized management of these patients (p&amp;lt;.001; d = 0.56) • 56% of D/E (n = 32) advanced their knowledge regarding the need for comprehensive vascular risk control in patients with T2D and CKD (P&amp;lt;.01, d = 0.35) • 39% of PCP and 41% of D/E increased their confidence (p&amp;lt;.001 and p&amp;lt;.01 respectively) in proactively monitoring their patients with T2D for kidney disease Conclusion Participation of PCP and D/E in an interactive online case-based education program improved their understanding of the need for comprehensive vascular risk control and the competence of PCPs in managing patients with T2D and cardiorenal disease in clinical practice.

A Prospective Study Measuring the Effect of an Interactive Educational Program on Overweight and Obesity among School-Aged Children

Being overweight or obese is a public health problem. This work evaluated a food and nutrition education (FNE) intervention to reduce overweight status among schoolchildren in four schools in the West Panama Province. This was a quasi-experimental before-and-after study that implemented a 34-week FNE intervention through workshops with didactic material to 403 children between 8 and 13 years old. A knowledge and attitude survey was used as an evaluation tool before and after the FNE intervention. The prevalence of excess weight (40%) did not reduce after the intervention. The zBMI at the beginning was 0.57 (1.29) for girls and 0.70 (1.36) for boys, and at the final evaluation was 0.57 (1.28) for girls and 0.67 (1.33) for boys. No significant differences were observed between the point of evaluation and sex. No differences were reported in the median level of attitude, although higher levels of knowledge were reported in students of both sexes. The FNE in schoolchildren can be effective in acquiring knowledge and maintaining a positive attitude towards food, but more research is needed to address nutritional status. Although the intervention had no impact on nutritional status, the FNE facilitated the adoption of skills and competencies in schoolchildren. The success of the implementation of the study highlighted the feasibility of replicating the FNE interventions on a larger scale to contribute positively to the multi-level and sectoral public policy Study Without Hunger in Panama.

Benefits of an Online Interactive Educational Program Over Traditional Textbooks.

Technology has become increasingly prominent in nursing education. Online learning platforms may be more useful than traditional textbooks in promoting active learning, engagement, and satisfaction. The purpose was to evaluate a new online interactive education program (OIEP) that replaces traditional textbooks and to understand student and faculty satisfaction, perceived efficacy of the program, student engagement, and whether the OIEP can help NCLEX preparation and reduce burnout. This retrospective study assessed student and faculty perceptions of the constructs using quantitative and qualitative measures. Perceptions were measured at 2 time points each: halfway through the semester and again at its conclusion. Mean efficacy scores of groups were high at both time points. Students showed significant increases in content constructs, which were supported by faculty perceptions of students. Students agreed that using the OIEP throughout their program would significantly increase preparedness for NCLEX. The OIEP may better support nursing students throughout school and on NCLEX than traditional textbooks.

ОРГАНИЗАЦИЯ ПРОЕКТНОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНТОВ ПО ЗАКАЗУ РАБОТОДАТЕЛЕЙ: МЕТОДИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ СТУДЕНЧЕСКИХ КОМАНД

The development of real projects commissioned by employers as part of the implementation of student project activities makes it possible to achieve maximum interactive and practice-oriented educational programs. A relevant and promising tool for implementing student project activities can be the formation of multipotential student teams, formed from students of various fields and specialties of training to work on projects proposed by employers. The article discusses methodological issues of forming multipotential student teams as a form of project work for students in higher educational institutions in order to bridge the gaps between the requirements of employers and the qualifications of graduates. The tools proposed by the authors for organizing competitive selection into project teams are focused on the formation of a student team representing various areas of training and meeting the requirements for effective project work. The proposed selection methodology also makes it possible to take into account the interests of the university and employers when developing the project task.

Development and Validation of Brief Education Program on Learning Disability in Children for Pre-School Teachers

Introduction: Learning disability (LD) in children is very common, yet it is often missed by many educators. Aim: We developed a brief education program on learning disability (LD) in children and validated its corresponding assessment tool (Knowledge and Attitude on Learning Disability Questionnaire (KALDQ) for pre-school teachers in Malaysia. Methods: Based on an extensive review, the essential educational components of a program for LD in children and relevant items for KALDQ were identified, from which a brief health educational program was designed. The face and content validity of the tools were established via expert evaluation. A subsequent pilot study was held on 57 pre-school teachers (N=57) to evaluate the feasibility of the program and to establish the construct validity and reliability of the newly developed KALDQ. Results: A 10-hour interactive health education program comprises of 4 sessions to orientate pre-school teachers on LD in children and direct them towards medical referral and rehabilitations services, as appropriate, was developed. The face and content validity for both the program and KALDQ were satisfactory. Exploratory factor analysis performed on the original 65-items questionnaire. The final KALDQ consisted of 34 knowledge-domain and 14 attitude-domain items. The reliability of the two domains was satisfactory (Knowledge-domain α=0.83, Attitude-domain α=0.60). Discussion: This study developed a brief education program on LD in children and its corresponding assessment tool. KALDQ is valid and reliable to be used to assess the effects of this newly developed program on participants’ knowledge and attitude after attending the program.

1302. Interactive Case-based Antimicrobial Stewardship Education Program to Pharmacists at a Large Community Health System

Abstract Background Education on antimicrobial stewardship (AMS) is one of the several elements outlined by the Center for Disease Control for hospital antibiotic stewardship programs. However, the Infectious Diseases Society of America guideline on implementing antimicrobial stewardship notes that passive education should not be a sole method for training as the effects are often short lived. AMS education strategies beyond didactic lectures and written material distribution are needed. We sought to describe the implementation of an interactive, case-based AMS educational program targeting pharmacists across a multi-hospital community health system licensed for over 1,500 beds. Methods Each month, a custom patient case was drafted by an infectious diseases trained pharmacist to highlight a common AMS principle encountered in practice. These topics were broadly categorized into appropriate empiric antibiotic selection, treatment plan modification, and identification of non-infectious clinical syndromes. A specific question with multiple choice answers was drafted. The case was disseminated to all hospital pharmacists via email using Microsoft Outlook. Pharmacists were prompted to use the voting buttons to select the correct answer (Figure 1). After a week, results of the survey was shared with the entire pharmacist staff along with information on the primary teaching point and detailed explanations for why each answer was correct or incorrect. Example Voting Buttons for Case-Based Education Results A total of eleven AMS cases were disseminated to 88 hospital pharmacists involved with direct patient care. Average number of responses per case was 27 (31%), range 17-41 (19%-47%). Average number of correct responses for each case was 74%, range 26%-100%. The highest rates of correct responses came from cases focusing on empiric antibiotic selection (87%), followed by identification of non-infectious clinical syndromes (73%). The lowest rate of correct responses were found with treatment plan modification cases (65%). Conclusion This case-based AMS education program leveraged existing technology to provide engagement across a large and geographically diverse pharmacist staff, provide opportunity to apply stewardship concepts, and assess staff pharmacist knowledge on general AMS principles. Disclosures Matthew Song, PharmD, BCIDP, Merck: Stocks/Bonds|ObsEva: Stocks/Bonds.

Welcome to the Clinician Café—A unique learning model

The National Clinical Training Center for Family Planning has a new delivery method for continuing education for practitioners in sexual and reproductive health, a virtual interactive educational program with learning materials focused on a single clinical content area.

Assessing the Format, Duration and Frequency of Interactive Game Programs in terms of Child Engagement and Motivation

Background. Research has shown that musculoskeletal disorders were most commonly found in children aged 4 to 6 years (Daniusevičiūtė-Brazaitė et al., 2019). Therefore, if these negative trends continue, the growing health problems will pose a greater threat to human well-being and become a serious financial burden on the state and society. Currently, technologies are an integral part of everyday life, so the need for interactive games or animated programs cannot be doubted. Research (Lobel et al., 2016) showed that the use of play-based intervention for children significantly improves fine and visual motor performance. Hence, it is important to identify the possible factors to pre-school children’s irregular posture formation. Methods. Thirty children (15 girls and 15 boys) aged 5.6 ± 0.6 years (mean ± SD) participated voluntarily in the study. Interview method was used as a questionnaire for preschool children to determine the level of children’s physical activity, the characteristics of interactive animated educational gaming programs, their impact and motivation when engaging in game programs. Also the assessment of the biomechanical applicability of physical exercises was measured using an inclinometer and Myoton 3 system for muscle tone, elasticity and stiffness, as well as posture assessment. The methods were applied before and after the experiment. Results. All children liked the exercises of intercative animated program on the first (before) day of the study, and 98% answered on the last (after) day of the study. A greater proportion (67%) reported feeling excited when doing the exercises of the interactive animated program for the first time, whereas on the last day of the study, 48% reported feeling excited and 37% happy. Muscle stiffness scores increased on the last (post) day of the study. High measurement reliability was established for all muscle stiffness measurements. Conclusion. The exercises of the interactive animated game program were engaging – all the participants willingly performed the exercises and strong emotions such as excitement, surprise, fun/mischief prevailed during the exercises. The exercises of the interactive animated game program were performed correctly. The measured results of muscle frequency, elasticity and stiffness increased on the last day of the study. Keywords: preschool child, physical activity, engagement, motivation, interactive animated educational gaming program.

The effectiveness of an interactive digital-based educational program in improving breastfeeding knowledge, attitudes and self-efficacy among primiparous women in Egypt.

Malnutrition is the main cause of two-thirds of deaths among Egyptian under five children, which could be due to reduced rates of breastfeeding, as it is one of the contributing factors. Breastfeeding is the optimal solution for health promotion to mothers and their infants. It has various benefits not only for the mother and infant but also for society. Breastfeeding educational programs are essential for the enhancement of knowledge and self-efficacy of new mothers, and to ensure a longer duration of breastfeeding. Therefore, this study aims to evaluate the effects of an interactive digital-based educational program about breastfeeding on the knowledge, attitudes, and self-efficacy of primiparous women in Egypt. A quasi-experimental study design was adopted. The study was held in Itay El-baroud maternal and child health center, whereby 120 pregnant women were purposively selected. Then, they were randomly assigned to either a study group (60) or control group (60). The derived data were statistically analysed using SPSS version 20, Pearson correlation coefficient, chi-square test and independent sample t test were utilized. Four tools were utilized for data collection. A statistically significant mean difference was found concerning total breastfeeding knowledge scores after one month and three months. The total attitude and self-efficacy scores showed highly statistically significant differences after one month and three months from the start of the program. Moreover, breastfeeding self-efficacy was found to be positively correlated with knowledge and attitude. In conclusion, the interactive digital-based educational program about breastfeeding was suggested to be effective in enhancing the knowledge, attitude and self-efficacy of the primiparous women, in combination with other health education activities. Therefore, it is recommended that web-based educational sites are created for first-time mothers.